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The hidden curriculum undermines teaching about health literacy and clear communication, promoting inequities in care

Author

Listed:
  • Coleman, Cliff
  • Birk, Samantha
  • Stowers, Katie
  • Mullowney, Christine
  • Chisholm-Burns, Marie

Abstract

Health care professionals (HCPs) use specialized language to communicate with each other. Health professions curricula teach HCPs clear communication skills to use with patients, however, such best practices are under-utilized in clinical practice. The authors hypothesized that the hidden curriculum is largely responsible for this observation, and conducted a narrative literature review, which explores: a) how HCPs learn the specialized language of their field, b) the relationship of this language to professional identity formation, c) the role of the hidden curriculum in undermining clear communication education and practices, d) the inequities in care that result from unnecessarily complex health communication for communities with lower health literacy, and e) a system-oriented “universal precautions” approach to reforming communication training for HCPs.

Suggested Citation

  • Coleman, Cliff & Birk, Samantha & Stowers, Katie & Mullowney, Christine & Chisholm-Burns, Marie, 2025. "The hidden curriculum undermines teaching about health literacy and clear communication, promoting inequities in care," Social Science & Medicine, Elsevier, vol. 386(C).
    • Handle: RePEc:eee:socmed:v:386:y:2025:i:c:s0277953625008767
    DOI: 10.1016/j.socscimed.2025.118545
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    References listed on IDEAS

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    1. Bourhis, Richard Y. & Roth, Sharon & MacQueen, Glenda, 1989. "Communication in the hospital setting: A survey of medical and everyday language use amongst patients, nurses and doctors," Social Science & Medicine, Elsevier, vol. 28(4), pages 339-346, January.
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